Discussion lists for language teachers

WELL: Web Enhanced Language learning: http://www.well.ac.uk/wellproj/mail.html
Archives at : http://www.mailbase.ac.uk/lists/well/archive.html

NETEACH-L : http://www.ilc.cuhk.edu.hk/english/neteach/main.html

Archives at : http://lc.ust.hk/neteach/

TESLCA-L: Teachers of English as a Second Language Sublist :
To subscribe, send the message "SUB TESL-L first-name last-name"
To: listserv@cunyvm.cuny.edu

USENET Newsgroups
Web Discussion Boards
Live Chat (IRC and Web Chat)
MOOs eg. scMOOze University : http://schmooze.hunter.cuny.edu:8888/
Audioconferencing
Videoconferencing

Cf. Schwienhorst, K, Modes of Interactivity - Internet resources for second language learning http://www.tcd.ie/CLCS/assistants/kschwien/Publications/modinter.htm

"Communication resources have been very popular since the Internet started. They can be divided into asynchronous (involving a significant delay between sending and receiving a message) and synchronous (live) communication tools. Email (as an example of asynchronous communication) is probably the most widely used Internet tool today, while text-based chat, Internet Relay Chat (IRC), Multiple User Domains (MUDs) or MUDs Object-Oriented (MOOs) have for a long time not been considered appropriate for educational purposes, as many of them originated in adventures and role playing games (e.g. Dungeons and Dragons). Video and audio conferencing using the Internet have been quite popular with the media and at presentations, but so far have failed to fulfil the promise of a reliable tool, especially for institutions working on a low budget. "

As an example of synchronous learning: Hauck and Haezewindt (ReCALL 11:2 (1999) 46-54) report on recent trials with first level Open University German learners and second level French learners using Internet-based, synchronous voice conferencing, and discuss how learner autonomy and tutor role are affected by such an environment. There were three main components : an audio-conferencing client, a website and e-mail. Students received training in using the software before the task-based sessions bagan. The software allowed the students to create their own spaces (virtual rooms) where they met in pairs or small groups to engage in real-time interaction. There were scheduled sessions but students could access the audio-conferencing client on a 24-hour-a-day 7 days a week basis to catch up with their peers if they had been absent. Absenteeism was a problem as in traditional face-to-face courses. The aim was to foster fluency "via a real language in real time experience". Error correction is an issue that was approached differently by the German and French teams. Tutors visited the virtual rooms offering support eventually becoming "manager of learning resources and an organiser of learning events" as learners became increasingly independent. 

Linguistic analysis of computer-mediated communication.

Cf. Mondana, Lorenza, Formes de séquentialité dans les courriels et les forums de discussion. http://www.alsic.u-strasbg.fr/Num3/mondada/defaut.htm

A quote to think about:

Multimedia have enriched the range and authenticity of input, but they have not increased the quality of interactivity (Roland Sussex, Introducing the Web: the language teacher, the maze, and the wise guide in CALL-EJ Online Vol. 1, N° 2, September 1999) http://www.clec.ritsumei.ac.jp/english/callejonline/4-2/sussex.html

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